Module 6 - Classroom-Level Goal Setting
Description
This module begins with the review of a background knowledge flyer prepared by the data coach. The flyer, which also appears in Module 7, includes key vocabulary and concepts relevant to setting achievement goals. The module continues with a teacher navigating the A+ Inquiry data utilization framework to set classroom-level goals and write an accompanying action plan based on fall interim reading assessment results of all students in her class. Participants will be given access to an A+ Inquiry graphic organizer, goal setting flyer, goal setting data planner, and classroom-level goal setting monitoring and evaluating organizer that will be partially completed during module. The module includes 5 sections (parts 1, 2A, 2B, 3, and 4). Each part comprises multiple mastery-based chunks of content. If a participant answers all items correct in the activity portion of a chunk, the participant skips the accompanying tutorial and proceeds to the activity portion of the next chunk.
Learning Goals
Part 1 - Classroom-Level Goal Setting: Background Knowledge
- Increase knowledge of goal setting vocabulary
- Increase knowledge of potential benefits of goal setting
- Increase knowledge of cautions to consider when goal setting
- Increase knowledge of characteristics of good goals
Part 2A - Classroom-Level Goal Setting: Absorb and Ask
- Increase knowledge of questions that may be formulated to guide the inquiry cycle for setting a classroom-level goal
Part 2B - Classroom-Level Goal Setting: Accumulate and Access
- Increase knowledge of data that may be useful for setting a classroom-level goal
- Increase knowledge of locations where data utilized for setting a classroom-level goal may be retrieved
Part 3 - Classroom-Level Goal Setting: Analyze and Answer
- Increase skill in analyzing data to identify baseline values relevant to classroom-level goal setting
- Increase skill in analyzing data to identify expected values relevant to classroom-level goal setting
- Increase skill in analyzing data to identify low performance areas relevant to classroom-level goal setting
- Increase knowledge of limitations that may affect analysis findings relevant to classroom-level goal setting
- Increase knowledge of implications that may be informed by analysis findings relevant to classroom-level goal setting
Part 4 - Classroom-Level Goal Setting: Announce and Apply
- Increase knowledge of how classroom-level baseline, expected, and subcategory performance values may be communicated to appropriate stakeholders
- Increase knowledge of how classroom-level goals may be set based on baseline and expected values
- Increase knowledge of how an action plan may be written based on setting classroom-level goals and supporting evidence
SLDS Data Use Standards
- K.1.A Question Formation: Knows which questions can be answered with data and how to identify the nature and extent of the data needed to answer questions
- K.1.C Types of Data: Knows that data come in two main forms— QUANTITATIVE and QUALITATIVE—and that, within these forms, there are other categories
- K.1.D Types of Measures: Knows various types and purposes of ASSESSMENTS and other MEASURES
- K.1.E Data Metric: Knows that MEASURES can be broken down into data metrics, which are calculated for ANALYSIS and monitored for changes
- K.1.F Data Sources: Knows different types of data sources and the benefits and limitations of using each
- K.2.D Data Context: Knows the circumstances and purposes for which data are collected
- K.3.B Data Limitations: Knows that data have limitations and that these limitations affect the interpretation and usefulness of data
- S.1.A Goals and Questions: Identifies BASELINE measure(s) and poses questions that can be answered with data
- S.2.A Data Discovery and Data Acquisition: Identifies and locates appropriate data sources and can access the data from various sources (e.g., classroom, school, district, state sources) for DATA ACQUISITION
- S.4.C Aligned Analysis: Using appropriate technologies, conducts ANALYSIS suitable for the type of data collected, the VARIABLES identified, and the questions or hypotheses posed
- S.5.C Patterns: Identifies patterns, TRENDS, and gaps in data and suggests reasons for their occurrence
- S.6.C Multiple Audiences: Communicates effectively about data, interprets FINDINGS, and explains progress toward goals to a variety of constituent groups (e.g., students, families, and colleagues)
- S.6.B Explanation: Explains different data representations and distinguishing features (e.g., histograms, bar charts, contingency tables)
- S.7.A Strategies: Identifies appropriate strategies grounded in evidence to address the needs and goals identified during data ANALYSIS
Additional Resources
- Discussion Questions - Module 6
- A+ Inquiry graphic organizer - classroom goal setting
- Flyer for setting achievement goals - classroom and individual - blanks
- Flyer for setting achievement goals - classroom and individual - complete
- Goal setting data planner - classroom - blank
- Goal setting data planner - classroom - absorb only
- Goal setting data planner - classroom - complete
- Goal setting monitoring and evaluating diagram
- Goal setting monitoring and evaluating organizer - blank
- Goal setting monitoring and evaluating organizer - classroom - complete through setting answer
- Goal setting monitoring and evaluating organizer - classroom - complete through setting
- Report - Group Level Multi Term - current year fall
- Report - Group Level Multi Term Growth - prior year spring
- Report - Group Level Single Term Details - current year fall